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The development of motivational orientations as a function of divergent reading careers from pre-school to the second grade

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References

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931 cited

1994Longitudinal Studies of Phonological Processing and Reading927 cited

1998The role of instruction in learning to read: Preventing reading failure in at-risk children.896 cited

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2014Developmental dynamics between children’s externalizing problems, task-avoidant behavior, and academic performance in early school years: A 4-year follow-up.84 cited
2011Do Poor Readers Feel Angry, Sad, and Unpopular?76 cited
2002The development of achievement strategies and academic skills during the first year of primary school73 cited
2006Class size effects on literacy skills and literacy interest in first grade: A large-scale investigation65 cited
2006Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, affect, and Psychopathology65 cited
2009Teacher and Student Perceptions of Boys’ and Girls’ Reading Motivation62 cited
2009Does task-focused versus task-avoidance behavior matter for literacy development in an orthographically consistent language?61 cited
2005Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 260 cited
2004Reading performance and its developmental trajectories during the first and the second grade59 cited
2004The Developmental Dynamics of Literacy Skills During the First Grade57 cited
2015Cognitive Attributes, Attention, and Self–Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention52 cited
2004The Role of Gender and Reading Competence in the Development of Motivational Orientations from Kindergarten to Grade 144 cited
2016Patterns of word reading skill, interest and self-concept of ability43 cited
2003Children at Risk for Developing Reading Difficulties38 cited